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Class Plan

PART A: REVIEW

Ask students randomly about the 3 different types and elicit an example for each.

b)

Ask different students what each of the particles mean. (You can refer to HO 5 but they don’t.)

A

STEP 2

HOMEWORK REVIEW PHRASAL VERBS

a)

Go over the assigned homework from last class. (bottom section of HO 5)

b)

-Optional- In pairs, have one person become the ‘teacher’, and quiz the other person, the student, by referring to HO 5 and saying the sentences (in random order) leaving out the particle. The student cannot use the handout and must recall the particle from the context. (The ‘teacher’ can prompt and give clues.) When the middle section is done, they change roles for the bottom section.

A

STEP 3

SPEAKING REVIEW PHRASAL VERBS

a)

Have the students look at the phrasal verbs in handout 6 (HO 6) and ask if they have any questions.

b)

Do the speaking activity at the bottom of the handout. This time don’t give them any time for preparation. Simply put them into groups of 2 or 3, say that they have about 5 minutes and have them begin speaking.

Insist that they use at least 2 of the phrasal verbs from HO 6 while speaking.

c)

Monitor the students, making note of any difficulties or tips you could give them.

d)

At the end of the speaking activity, give them some feedback about what you noticed.

PART B: LOOKING AT SOME MORE PHRASAL VERBS

Give the students HO 7 and in pairs they work out the meaning of the verbs in Part 1.

b)

Ask different students to communicate the meaning of each of the six phrasal verbs.

c)

Elicit what types of phrasal verbs they are (Type 1, 2 or 3).

B

STEP 2

PART 2 of HO 7 GETTING ACQUAINTED WITH PHRASAL VERBS

a)

Tell the students to look at Part 2 and in the same groups, work out the difference in meaning.

b)

Ask different students to communicate the difference in meaning of each of pairs of phrasal verbs.

B

STEP 3

SELECT SOME VERBS GETTING ACQUAINTED WITH PHRASAL VERBS

a)

Tell the students to choose 5 of the 14 phrasal verbs on the worksheet that they’d like to practice in their speaking, selecting those which are less familiar to them and/or phrasal verbs which they think they will use in many future situations. They write those phrasal verbs in the box.

b)

Tell them to write a sentence for each of those phrasal verbs they had chosen.

c)

If you have only a few students in your class, have a look at those sentences and make corrections / offer suggestions to help them not only with the phrasal verbs, but a few basic points in grammar or sentence structure. If you have many students you can have a quick look at one or two sentences as they are writing them, or focus only on responding to any questions that they might have while doing this exercise.

PART C: SPEAKING

Place the students into groups of 3. Tell them the idea is to use at least two of the phrasal verbs that they wrote

in the box while speaking about the theme.

b)

-Optional- You can give them a little more direction. One student is to begin speaking on the topic and continues to do so until s/he uses one of the chosen phrasal verbs. Then another student continues until s/he uses one of theirs. This goes on until each student has used two phrasal verbs. Then they are free to explore the theme as they like, but it is still recommended to occasionally use a few more phrasal verbs.

c)

Choose a topic and tell them to begin speaking. Here are 3 possibilities that work well with the target language:

1) alpha males
2) sibling rivalry
3) children’s behaviour

d)

Let the students speak for 5 to 10 minutes. Monitor how they’re doing. If you like, give them a new topic and they speak for another 5 to 10 minutes using the same reference list in the box on the worksheet.

C

STEP 2

HO7 FEEDBACK ON THE SPEAKING PHRASAL VERBS

a)

While monitoring the speaking you should have noted a few points to bring to their attention. Some teachers approach this with a general feeling on how the students are making out, and others make a list, perhaps writing some examples or reminders in a notebook or on the board. One of the top priorities is the target language recently covered; in this case, the selected phrasal verbs. It isn’t a bad idea to at least occasionally focus on other areas too, such as fluency, full participation (everyone getting involved), pronunciation, other lexical or grammatical areas, and even simply having fun with the theme and the interactions taking place.

b)

After the speaking activity go through any points that you’d like to bring to their attention. Don’t make it only about error correction as mentioned above. Reinforce anything that is going well by pointing it out and encouraging the students to continue doing it. You could ask them for their feedback as well, what they thought about the theme or activity, how well they believe they did, what they need to work on more.

C

STEP 3

FUTURE CLASSES PHRASAL VERBS

a)

As with many aspects of learning a language, it is good to recycle previously presented ideas, vocabulary and grammar. You could generally encourage them to do so on their own initiative but it would help them if you occasionally supplied them with class time and a focused activity. A week or month after introducing them to the phrasal verbs on Handout #7, you could tell them to refer to it and speak about a new theme, using the verbs in their conversation. A few more themes to provide direction could be talking about past teachers, relationships, something unusual that happened last weekend or perhaps yesterday at the office.

Handouts for MC 3-3 Phrasal Verbs Consolidation

HO 5
Particle Meanings

Used in part A

HO 5
Answer key

Used in part A

HO 6 Particles
in phrasal verbs

Used in part A

HO 6
Answer key

Used in part A

HO 7
Some phrasal verbs

Part B

Part C

HO 7
Answer key

Part B

Part C

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About the author

I have lived in a few different cultures, starting with Canada (Flin Flon, Manitoba), where I grew up, went to university (Winnipeg) and worked for many years. ...